The purpose of this research is to explore the implementation of problem posing teaching activities in the seventh grade math class, including cooperative posing and individual posing, and to suggest specific teaching methods to those teachers who are interested in introducing problem-posing instruction in their classes.
The research subjects were from one of grade seven classes and class materials were mainly based on textbook. In the first semester of the school year 2002, students received in a traditional mathematics class, and then in the second semester, they received one problem-posing lesson per week self-study period. There are two phases for this problem-posing research: four times cooperative posing and three times individual posing.
During this research period, the researcher used a variety of ways to collect data, such as observing, interviewing, video-taping, self-introspecting, and asking students to keep diaries.
The researcher examined results by triangulation and evaluated students’ problem-posing abilities.
The result of this research showed that students performed differently in different units.
Of the seven units, the order of the highest score to the lowest is: Negative numbers, Volume and capacity, Approximation, Division of fraction, H.C.F. and L.C.M., The four basic operation, and, Number and Measures. In this regard, the researcher suggested that if teachers want to integrate problem posing into instruction , it would be more appropriate to apply to those units students received higher scores.
As for the early phase of this implememtation, students did not know how to discuss with each other. Gradually they improved and understood the meaning of team work. As for the topics of activities, some students came out with something related to names and life events; other students used news and adolescent topics as discussion materials. As for evaluating classmates’ topics, students did not know how to give suggestions nor to spot other classmates’ mistakes. Sometime, they contradicted themselves when they gave suggestions.
Finally they could focus on data, discussed, and gave concrete suggestions. The researcher also found that students evaluated the numerical information content of the problems they posed and checked if they are reasonable and if the problems meet teachers’ requirements.
As for editing their own questions, some students did not pay attention to their classmates’
suggestions; some paid attention to peer suggestions but made the problems worse. After thorough practice, students learned how to make proper revisions.
In all, there are advantages of implementing problem posing into matehmatics instruction.
The advantage of cooperative posing is to create a team learning environment while the advantage of individual posing is to stimulate individual creative thinking in posing problems.
目 次
第一章 緒論
第一節 研究動機 --- 1 第二節 研究目的 --- 2 第三節 待答問題 --- 2 第四節 名詞釋義 --- 3 第二章 文獻探討
第一節 擬題的本質與相關知識 --- 4 第二節 擬題教學的相關研究 --- 8 第三節 國民中學數學課程分析---20 第四節 本研究有關之教材 ---23 第三章 研究設計
第一節 研究步驟 ---28 第二節 研究對象 ---29 第三節 執行程序 ---29 第四節 研究工具 ---30 第五節 實施流程 ---32 第六節 資料整理與分析 ---34 第四章 研究結果與發現
第一節 擬題教學活動的準備 ---35 第二節 擬題教學活動的進行 ---40 第三節 學生擬題能力評量 ---79 第四節 學生擬題作品分析 ---84 第五章 結論與建議
第一節 結論 ---103 第二節 建議 ---106
參考文獻
一、中文部分 ---108 二、英文部分 ---110
【附錄】
附錄一 合作擬題座位表 ---114 附錄二 合作擬題卷---115 附錄三 個別擬題卷---119 附錄四 擬題能力評量---122 附錄五 擬題能力評分表---125 附錄六 學生擬題作品---128 附錄七 擬題活動照片---130
【圖目錄】
圖 2-1 擬題答案分析之流程圖 --- 19 圖 2-2 新版本數學課程內容（國中第一冊）---23 圖 3-1 第一次個別擬題題型分類 ---64 圖 3-2 第二次個別擬題題型分類 ---71 圖 3-3 第三次個別擬題題型分類 ---75
【表目錄】
表 2-1 擬題作品分類評分表 ---18 表 2-2 「83 年版數學課程」與「九年一貫數學課程」之對照--- 21 表 2-3 仁林版數學第一冊教材單元與九年一貫數學領域能力指標之對照--24 表 3-1 擬題類型與擬題素材對照表 ---31 表 3-2 研究流程圖 ---33 表 3-3 全班擬題評量分數表 ---80 表 3-4 成績高、中、低三組擬題評量分數表 ---82 表 4-1 擬題評量作品分類統計表 ---84